PENNSVILLE SCHOOL DISTRICT CURRICULUM COVER SHEET & Instructi… · imperfect, the preterite, the subjunctive, the future, present and past perfect and present and past progressive

PENNSVILLE SCHOOL DISTRICT

CURRICULUM COVER SHEET Aligned to the 2009 New Jersey Core Curriculum Content Standards

ENGAGING STUDENTS • FOSTERING ACHIEVEMENT • CULTIVATING 21ST

CENTURY

GLOBAL SKILLS

Curriculum Design Template

Content Area: World Language

Course Title: Spanish III

Grade Level: 9-12

Adios al verano

32 days

Todo tiene solucion

32 days

El arte y la musica

32 days

Mis aspiraciones

32 days

Date Created: May 28, 2014

Board Approved on: August 25, 2014


Engaging Students ~ Fostering Achievement ~ Cultivating 21st Century Global Skills

UNIT PLAN

Course Title: Spanish level 3 Unit Name: Adios al verano Grade Level 10-12

Content Statements

With the increased abilities in the level three

classroom, students must be engaged and

immersed in the Spanish Speaking World

to stimulate a desire to communicate

in Spanish. Students make

connections with geography, art,

architectures, food and celebrations with

exposure to the many cultures of the

Spanish Speaking World. Introduction to

more advanced vocabulary and functional

phrases

are the foundation of meaningful

communication. More intensive grammar

explanations help student to achieve

accuracy in communication.

Cumulative Progress Indicators

FL.6-12.7.1 IL All students will be able to use a world language in addition to English to engage in meaningful conversation, to understand and interpret spoken and written language, and to present information, concepts, and ideas, while also gaining an understanding of the perspectives of other cultures. Through language study, they will make connections with other content areas, compare the language and culture studied with their own, and participate in home and global communities.

Overarching Essential Questions

How do Spanish and English differ

when using the past tense?

How is Spanish different than

English with the use of the

subjunctive?

Overarching Enduring Understandings

Spanish has clear distinctions with the use

of two main past tenses the imperfect and

the preterite. The Imperfect is used to

speak about habitual actions in the past

whereas the preterite is use to speak about

completed past actions.

The subjunctive is a mood. In Spanish are

there are 3 moods; The indicative, the

subjunctive and the imperative. Students

learn the indicative starting in level 1 and

quickly move to the imperative while

learning commands. The subjunctive is

later introduced due to the need for a

higher level of understanding and fluency

to determine if the subjunctive is

necessary.

Unit Essential Questions

Describe your summer vacation.

Describe what you hope to do next

summer.

Unit Enduring Understandings

Both the preterite and imperfect will be

employed in a description of last summer’s

vacation. Descriptions and ongoing

actions will use the imperfect. Events and

completed actions will use the preterite.

When describe what you hope to do next

summer students will use the future and

conditional tenses as well as the

subjunctive. When describing what they

want for someone else or their hopes,

desires, suggestions etc all use the

subjunctive.

Unit Rationale

Students often do not know how to study

a foreign language. Students are

encouraged to practice a little bit every

day. Many students also have begun

their study of foreign language in

primary school. This unit serves as a

review of material, a jumping off point

for more detailed and formal grammar

and vocabulary instruction as well as

more intensive focus on the cultures of

Spain for those students.

It is also a natural starting point for those

students never exposed to foreign

language learning.

Unit Overview

The communicative context of the themes

determines what grammar topics are covered.

Students will learn to talk about the past, the

future and how to give advice. Students will

need to use idiomatic expressions, the

imperfect, the preterite, the subjunctive, the

future, present and past perfect and present

and past progressive tenses. Students will

express interest and displeasure. They will

invite someone to do something and express

happiness and unhappiness.

Authentic Learning Experience (Global Awareness, Civic Awareness, Critical Thinking Skills, Collaboration Skills, Technology Skills)

(3 days)

An exchange student from Madrid, Spain is attending your school this year. For Foreign

Language Week

you are going to interview the student and video tape the interview to show on the school

announcements.

You must come up with the appropriate Greetings, introductions and questions. Questions should

be

regarding name, age, birth date, origins, and other personal information. Other personal

information can

include inquiring about friendships, family, personality characteristics, physical characteristics,

likes and

dislikes etc. Interrogative words should be used to form many of the questions. Questions can be

written

on index cards.

More complex questions should be asked, such as What were you like as a child? What did you

like to do? Where did you go on vacation? What do you hope to do in the future? What do you

want to study at the university? Etc.

Integration of 21st Century Themes

Global Perspectives

Intermediate language learners learn to recognize cognates for common words and

phrases from their first language but then quickly realize the differences that make

each language unique. They also learn to recognize meaning of words from words

previously learned. For example the word vendedor is a noun that means seller or the

person who sells. The verb vender mean to sell. And the word la venta means the sale. x

Students become more aware of the grammatical structures of their first language in

order to become more proficient using language 2.

Civic Literacy

By learning Spanish and the various cultures of the Spanish Speaking world students

become better able to communicate and collaborate with people from those cultures.

When students have more knowledge about different cultures and languages they are

less likely to foster negative stereotypes.

21st Century Learning and Innovation Skills

(T,A = Taught and assessed in the unit, E = encouraged through the unit)

Critical Thinking and Problem Solving

Reason Effectively

°To use vocabulary and grammar appropriately with varied situations (When

speaking to adults or a male vs. a female)

Use Systems Thinking

°Recall/recognize appropriate verb endings to speak/write/listen with varied

subjects.

Make Judgments and Decisions

°°Effectively analyze a situation and choose the correct verb or adjective etc. Interpret spoken information to be able to respond appropriately.

Synthesize and make connections to write in a journal/class assignment or to

create a presentation/skit using learned vocabulary.

Solve Problems

°Effectively use vocabulary and grammar in a spontaneous situation with

minimal errors.

Learning Targets/Scaffolding

Talk about the past

Talk about what you liked to used to do

Ask for advice and give advice

Talk about the future

Express interest and displeasure

Invite someone to do something

Describe the ideal friend

Express happiness and unhappiness

Evidence of Learning

Summative Assessment (5 different Days)

Students will take end of vocabulary/grammar section quizzes as well as end of

chapter/unit tests. All quizzes and tests include listening, speaking, reading and writing

components.

Equipment needed: audio/video equipment, overhead projectors, computer/projector

Teacher Resources: audio cds, dvds, teacher generated tests/quizzes, interpersonal and

presentational rubrics

Key Terms

Preterite and imperfect

Ser and estar

Subjunctive for hopes and wishes

Pronouns

Comparisons, demonstrative adjectives and pronouns

Negative words and time constructions

Ir a + infinitive in the imperfect

Nosotros commands

Object pronouns

Subjunctive with the unknown or nonexistent

Subjunctive with expressions of feelings

Instructional Strategies

Introduction of vocabulary with transparencies…the students have a blank version

as well and they fill in the missing words associated with each picture.

Model new words and phrases by moving about the room using the target language in

appropriate ways to help with understanding.

Model pronunciation and have students repeat and respond using correct

pronunciation.

Use picture prompts

Practice grammar with games

Customizing Learning/Differentiation

Additional practice for slower pace learners….Have students work in groups to write

sentences about a summer vacation using the vocabulary words. Ask them to separate

the sentences into four or five sections and illustrate each section. Have groups present

their stories for the class.

Kinesthetic activity- Have small groups of students act out scenes to show what they

did this summer. The rest of the class should describe what each person did, based on

the presentation. Tell students to be sure to exaggerate facial expressions and body

language so their classmates can include the phrases from the vocabulary in their

descriptions.

Formative Assessments

Checking for understanding- white boards, signaling, TPR, drawing to demonstrate

understanding

Interpretive reading and listening tasks

Student to student conversations

Quizzes both oral and written

Primary Interdisciplinary Connections

Global awareness, geography, food, family values, religion, music, traditions…

Resources

References

Expresate Holt Rinehart Winston

www.youtube.com

www.google.com

Teacher discovery (various supplemental materials to practice verb conjugations

adjective noun agreement etc)

Collaboration Tools

Video sharing website for “at home” projects

Epals(hopefully this year)

Digital Tools

Text book expresate

Dvds

Powerpoint

Suggested Activities for Inclusion in Lesson Planning

Play recordings for listening activities multiple times.

Pair students homogeneously or heterogeneously by proficiency level

Use picture prompts

Use word banks

Unit Timeline

Lesson Timeframe

Lesson 1

Adios al verano

16 days

Lesson 2

A pasarlo bien

16 days

7.1.A.1 – Identify the main idea and some

supporting details when reading.

7.1.A.2- Understand the gist and some

supporting details of the conversations

dealing with everyday life.

7.1.A.3- Infer the meaning of some

unfamiliar words when used in familiar

contexts.

7.1.B.1- Ask and answer questions related to

everyday life.

7.1.B.2- Handle simple transactions related

to everyday life.

{DATE}

Sample Lesson Plan 1 Template

Content Area: World Language Spanish 3

Lesson Title: Review of Ser vs Estar Timeframe: 3 days

Lesson Components

21st Century Themes

x Global Awareness Financial, Economic,

Business, and

Entrepreneurial Literacy

x Civic Literacy x Health Literacy

21st Century Skills

x Creativity and

Innovation

x Critical Thinking and

Problem Solving

x Communication

and Collaboration

x Information

Literacy

x Media Literacy ICT Literacy x Life and Career Skills

Interdisciplinary Connections: English, history

Integration of Technology: interactive dvd, online recording

Equipment needed: headsets with microphones, computers, ipads

Goals/Objectives Learning Activities/Instructional Strategies Formative Assessment Tasks

Students:

Students will learn

the difference

between the 2 verbs

that both mean to be

but are not used under

the same

circumstances.

Lesson Sequence

1. Review the conjugations of both verbs

present indicative, present subjunctive,

past(prêterite and imperfect) indicative

and past subjunctive.

2. Recall examples of when both verbs are

used.

3. Identify meaning of each example to

compile a list of rules of use.

4. Do various activities to determine

which “to be” is used.

5. 6.

Question and answer

Recall activities

Games to practice

Have a list of rules in the

the notebooks

Quizzes and tests

Power points

Differentiation The flexibility of the timeframe and the structure of the lesson are designed to enable

all students to achieve individual levels of mastery and to receive the individual support they need.

Resources Provided

Pictures

Dvd

Visual of activity via online text and lcd projector or in paper form or using hard bound classroom

set of texts.



UNIT PLAN

Course Title WL Spanish 3 Unit Name: todo tiene solucion Grade Level 10-12

Content Statements











phrases












subjunctive?


Spanish has clear distinctions with the

use of two main past tenses the imperfect

and the preterite. The Imperfect is used to



completed past actions.










necessary.

Unit Essential Questions Unit Enduring Understandings

How does one make suggestions?

What are some common reactions

to news?

Using the subjunctive is an integral part

of know how to make suggestions and

reacting to news. There are common

phrases that are typically used in the

subjunctive that are learned.

Unit Rationale














language learning.

Unit Overview



Students will learn to ask about the latest news

and react to news. They will comment on food

and explain and give excuses. Students will





express opinions and disagree. They will make

suggestions, apologize and make complaints.


Have students think about the sources of prejudice. How does prejudice affect them? They can

list reasons for prejudice and how it occurs in the school setting. They might suggest ways to

combat prejudice in their school in order to start a discussion with the class.


Global Perspectives








Civic Literacy








Reason Effectively

° To use vocabulary and grammar appropriately with varied situations (When



° Recall/recognize appropriate verb endings to speak/write/listen with varied

subjects.


°Effectively analyze a situation and choose the correct verb or adjective etc. Interpret spoken information to be able to respond appropriately.


create a presentation/skit using learned vocabulary

Solve Problems

° Effectively use vocabulary and grammar in a spontaneous situation with

minimal errors.


Complain

Express and opinion and disagree

Make suggestions

Apologize

Ask about the latest news

React to news

Comment on food

Explain and give excuses





components.




Key Terms

Present progressive

Present perfect indicative

Present perfect subjunctive

Preterite

Se + indirect object pronouns

Past progressive

Verb + infinitive

Subjunctive with will or wish

Subjunctive with negation or denial

Future tense

conditional


Introduction of vocabulary with transparencies…the students have a blank version as

well and they fill in the missing words associated with each picture.




pronunciation.

Use picture prompts



Advanced learners/Personalization: Have students work in pairs to talk about their

classes this year. They can discuss the classes they like best, the workload, the tests, the

materials they need or any topic they can think of. Have volunteers tell the class about

their partner’s experience so far this school year.

Special learning needs/student with learning disabilities: review the subjunctive

endings. Then form sentences together. One volunteer will choose a noun from the

first column, the next will conjugate a verb from the second column, the third will

choose a noun from the third column, and the fouth will conjugate the verb from the

fourth column. Write the sentences on the board as the volunteers provide fragments.

Then read the completed sentence together.



understanding






Resources

References


www.youtube.com

www.google.com



Collaboration Tools



Digital Tools

Text book expresate

Dvds

Powerpoint




Use picture prompts

Use word banks

Unit Timeline

Lesson Timeframe

Lesson 1

Todo tiene solucion

16 days

Lesson 2

A pasarlo bien

16 days








contexts.


everyday life.


to everyday life.

{DATE}


Content Area: WL Spanish 3

Lesson Title: Subjunctive with negation or denial Timeframe: 4 days

Lesson Components

21st Century Themes

x Global Awareness x Financial, Economic, x x

Business, and


21st Century Skills

x Creativity and

Innovation


Problem Solving

x Communication

and Collaboration

x Information

Literacy


Interdisciplinary Connections: English and history


Equipment needed: headphones with microphones, ipads computers


Students:

Will use the

subjunctive with

negation or denial.

Verb + infinitive

Lesson Sequence

7. Review the subjunctive

8. Review key phrases

9. Introduce impersonal expressions and

it’s true or not true statements.

Do listening activities

10. Do fill in the blank activities

11. Create your own sentences/story

12. gramavision

Listening activities

Question and answer

Recall activities



Resources Provided

Pictures

Dvd


set of texts.



UNIT PLAN

Course Title: Spanish level 3 Unit Name: El Arte y la musica Grade Level 10-12

Content Statements











phrases








How do art and music differ in the

Spanish speaking world to that of the

US?

How expressing certainty and doubt

differ: uses of the indicative and the

subjunctive?


Art and music and the artists will be

studied. Students will learn to give

opinions and make comparisons in the

Target language.










necessary. Students will also learn

common phrases that form compound

sentences that either use the indicative or

the subjunctive.


Describe the concert from this

weekend.



employed in a description of last summer’s

Express certainty and uncertainty

while describing an event.

vacation. Descriptions and ongoing

actions will use the imperfect. Events and

completed actions will use the preterite.

Students will also state opinions and use

comparative statements.

Students will use the learned phrases to

discuss an event(s).

Unit Rationale














language learning.

Unit Overview













Provide various themes to students and ask them what art form they would use to represent each

and why. For example, give them the theme AMOR. A student might respond: Usaría una

escultura para representar el amor. Esculpiría a una madre abrazando a su hijo. Try the

following themes or come up with your own: la música, un paisaje bonito, la tristeza, la familia,

la comida, la historia.


Global Perspectives








Civic Literacy








Reason Effectively





subjects.





Solve Problems


minimal errors.


Ask for and give opinions

Introduce and change a topic of conversation

Make suggestions and recommendations

Turn down an invitation

Express certainty

Express doubt and disbelief

Ask about and explain where you found information

Talk about what you know and don’t know





components.




Key Terms

Comparisons of equality and superlatives

Passive voice

Subjunctive for hopes and wishes

Past perfect

Indicative after expressions of certainty

Subjunctive after expressions of doubt and disbelief

Haber

Indefinite expressions

Gender of nouns

Indicative in compound sentences







pronunciation.

Use picture prompts



Additional practice for slower pace learners….Have students work in groups to find

examples of each art form in magazines or online. Have them cut and paste or cut out

the examples, and write the Spanish term in large letters below. Allow students to hang

posters or show their “poster” on smart board.

Spatial-Have students think about the visual construction of a news program feature.

Ask them to draw a 10 square “story board” or outline a video, consisting of a series of

squares with the different scenes to be shot depicted in the chronological order of the

story. Have students present their story boards to the class, telling who will be the

reporter and describing the report. Is it a controversial topic? Is the reporter reliable?

Will the report include many details?



understanding






Resources

References


www.youtube.com

www.google.com



Collaboration Tools



Digital Tools

Text book expresate

Dvds

Powerpoint




Use picture prompts

Use word banks

Unit Timeline

Lesson Timeframe

Lesson 1

El arte y la musica

16 days

Lesson 2

Ponte al dia

16 days








contexts.


everyday life.


to everyday life.

{DATE}



Lesson Title: expressions of certainty Timeframe: 3 days

Lesson Components

21st Century Themes


Business, and



21st Century Skills

x Creativity and

Innovation


Problem Solving

x Communication

and Collaboration

x Information

Literacy






Students:

Will learn the

common expressions

of certainty that use

the indicative.

Will use haber for

the present perfect

indicative and the

present perfect

subjunctive

Will use

subjunctive after

expressions of doubt

and disbelief.

Lesson Sequence

13. Review non compound sentences.

14. Introduce the Indicative after

expressions of certainty using compound

sentences.

15. Do activities in small groups.

16. Do listening activities

17. Partner activities

18. Writing activities

Question and answer

Recall activities

Games to practice


the notebooks

Quizzes and tests

Power points



Resources Provided

Pictures

Dvd


set of texts.



UNIT PLAN

Course Title: Spanish level 3 Unit Name: Mis aspiraciones Grade Level 10-12

Content Statements











phrases












subjunctive?


Spanish has clear distinctions with the use

of two main past tenses the imperfect and

the preterite. The Imperfect is used to



completed past actions. Also using

STATIVE verbs










necessary. Subjunctive with adverbial

conjunctions and future actions.


Describe your biggest challenges.



Describe your accomplishments or

what you hope to achieve.

employed using stative verbs. Descriptions

and ongoing actions will use the imperfect.

Events and completed actions will use the

preterite.

When describe what you hope to do in the

future. Students will use the future and

conditional tenses as well as the

subjunctive. When describing what they

want for someone else or their hopes,

desires, suggestions etc all use the

subjunctive.

Unit Rationale














language learning.

Unit Overview













Have students form small groups to talk about the difficulties immigrants to the US might have

to overcome. Tell them to imagine that they are politicians or social workers trying to come up

with ways to make the transition to a new culture easier. Ask them to come up with several ideas

to discuss with the class.


Global Perspectives








Civic Literacy








Reason Effectively





subjects.





Solve Problems


minimal errors.


To talk about challenges

To talk about accomplishments

To talk about future plans

To express cause and effect

To say what you can and cannot do

To talk about what you do and do not understand

To write a formal letter

To talk about your plans





components.




Key Terms

Preterite and imperfect of stative verbs

Grammatical reflexives

Lo and lo que

Subjunctive after adverbial conjunctions

Subjunctive with future actions

Indicative with habitual or past actions.

Verbs with indirect object pronouns

Verbs that express “to become”

Uses of se

Conditional

Past subjunctive with hypothetical statements

More past subjunctive







pronunciation.

Use picture prompts



Additional practice for slower pace learners…. Go over vocabulary words one by one

and have volunteers give examples of each. For example, you might say grupos étnicos.

Students respond: los peruanos, los japoneses, los españoles. For antepasados students

might respond: abuelos, bisabuelos.

Divide the class into groups of three to create vocabulary notebooks. Students will

have the following roles: investigador(a), traductor(a), and escritor(a). The

investigador looks up each vocabulary word in a monolingual Spanish dictionary and

reads the definition to the group. The traductor looks up the vocabulary words in a

Spanish-english dictionary and reads the English translation to the group. The escritor

writes the Spanish definition and the English translation in the group’s notebook. All

group members then work together to compose a sentence using the vocabulary word in

context. Once the notebook is completed, each group will make copies so that all

members have their own notebook.



understanding






Resources

References


www.youtube.com

www.google.com



Collaboration Tools



Digital Tools

Text book expresate

Dvds

Powerpoint




Use picture prompts

Use word banks

Unit Timeline

Lesson Timeframe

Lesson 1

Mis aspiraciones

16 days

Lesson 2

¿a qué te dedicas?

16 days








contexts.


everyday life.


to everyday life.

{DATE}



Lesson Title: Review of verbs with indirect object pronouns Timeframe: 3 days

Lesson Components

21st Century Themes


Business, and



21st Century Skills

x Creativity and

Innovation


Problem Solving

x Communication

and Collaboration

x Information

Literacy






Students:

Will learn verbs with

indirect object

pronouns

Verbs that express to

become

Uses of se

Lesson Sequence

19. Review the indirect object

pronouns

20. Review verbs already learned since

Spanish 1 that use indirect object

pronouns

21. Give list of verbs and go over

meanings

22. Have them do activities in small

groups

23. Partners

24. Listening

25. Writing(meaning full sentences)

Question and answer

Recall activities

Games to practice


the notebooks

Quizzes and tests

Power points



Resources Provided

Pictures

Dvd


set of texts.

Documents

PENNSVILLE SCHOOL DISTRICT CURRICULUM COVER SHEET & Instructi… · imperfect, the preterite, the subjunctive, the future, present and past perfect and present and past progressive